5th grade music curriculum essentials document5th grade music curriculum essentials document . ......

5th Grade Music Curriculum Essentials

Document

Boulder Valley School District Department of Curriculum and Instruction

February 2012

Introduction

The Boulder Valley Music Curriculum provides the foundation for quality music instruction for students and represents the core program for which all schools are accountable. The Boulder Valley Academic Standards in music are the topical organization of the concepts and skills all Colorado students should know and be able to do throughout their preschool through twelfth-grade experience.

1. Expression of Music The expression of music is the demonstration of human thought and emotion through the medium of performance, which is a product of knowledge and skills gained in the study of music.

2. Creation of Music

The creation of music is the demonstration of learned skills in the composition, improvisation, and arranging of music. Creating music involves writing music, fashioning new music from an existing piece of music, or forming an entirely new piece of music.

3. Theory of Music

The theory of music is the understanding of the distinctive language, conventions, mechanics, and structure of organized sound. Investigation of music theory allows for a more complete understanding of all aspects of the musical process, including musical performance and composition.

4. Aesthetic Valuation of Music

The value of music focuses on the knowledge needed to make an informed evaluation and to provide a well-thought-out critique about a musical piece. It also addresses the beauty, heart, and soul: the aesthetics of music. Valuing music will permit individuals to distinguish between a scholarly and an individual judgment of music.

Purpose of Performance and Generalist Pathways in High School To meet the basic needs of all students and the advanced needs of those pursuing careers in music, the Standards Review Committee has developed a generalist and performance track. The generalist track describes students who have limited interest in music performance or music-related vocations, or whose interest lies within other aspects of music-related vocations, such as sound engineering where their performance or music literacy skills do not require the highest level of musicianship or ability. Some students in the generalist pathway may not have pursued music performance in grades 5-8, and may have minimal performance skills and experience. Students are still expected to meet all of the graduate competencies, but at a less rigorous level. The performance track is directed at students who intend to pursue postsecondary education or vocation in music that might lead to careers in music education, music performance, composition, production, music business, or other music-related areas. The expectations in the performance track meet all of the graduate competencies with a much higher degree of rigor, appropriate to the expectations of postsecondary music opportunities. Vocal and Instrumental Expectations The expectations in these standards are for both vocal and instrumental music. There are specific standards for instrumental or vocal technique; otherwise all expectations can and should be applied to all musicians, instrumental and vocal.

To clearly articulate what every student should know, understand, and be able to do in music at each grade level

To align with the current Colorado Content Standards for Music To reduce the breadth of music content at each grade level so that concepts can be explored in

greater depth.

The general music program serves the entire student population, kindergarten through the fifth grade. Kindergarten students receive a minimum of 40-45 minutes a week of instruction; students in grades 1-5 receive a minimum of ninety minutes a week of music instruction, taught by teachers who are specifically trained and certified as music educators. The general music curriculum provides a substantive framework to guide teacher instruction. The curriculum also communicates to parents and the community what skills and concepts are emphasized at each grade level. The Boulder Valley Instrumental Music program serves fifth grade students at each elementary school. Students receive a minimum of eighty minutes a week of music instruction from certified music teachers. Fifth graders are grouped for the study of orchestral or band instruments at this level and have the opportunity for large ensemble experiences and performances. Philosophy Music is an essential component of a child’s education. In elementary music, students focus on singing, playing instruments, improvising, composing, reading and notating music, as well as analyzing, evaluating and integrating music with other academic disciplines. This skill-based approach spirals learning through each grade level and continues through more advanced musical studies. Music is key to the acquisition of language and the refinement of gross and fine motor skills at the elementary level. Learning about and participating in music teaches critical thinking, problem solving, teamwork, discipline, creativity and self-esteem – skills that transfer to all academics and other aspects of daily life through adulthood. Music is integral to every human culture and opens doors to understanding others through a universal language.

5th Grade Music Overview

Course Description

Fifth graders will become more independent and literate musicians this year. They will be able to read and write music in both treble and bass clefs, compose in various musical forms, and sing and play in multiple parts. Musical analysis and evaluation will be based on musical quality and overall effectiveness. The 12 bar blues form will be studied and played. Historic and cultural studies will connect to classroom social studies units.

Topics at a Glance • Perform using enhanced techniques • Use vocabulary to analyze and apply musical elements • Perform complex musical patterns • Analyze notation and form • Perform notated melodies • Analyze complex musical examples • Improvise musical phrases • Recognize and apply musical patterns • Notate simple compositions • Describe meaning in music • Explain personal musical preferences

Assessments

• Pre-assessments • Check for understanding • Observations/anecdotal records • Student questions/comments • Personal reflections (oral or transcribed) • Performance tasks (planning, in-progress, final) • Critiques (group discussion, written reflection,

in-progress) • Self and peer assessments

Literacy Connections, based on WIDA Classroom Supplies and Resources

• Identify, select, match, sequence, and evaluate the use of materials or resources needed to complete tasks, based on oral directions.

Speaking

Information Gathering • Seek assistance, respond to questions, ask questions,

clarify information, and offer specific information to peers and teachers, when gathering information.

Reading

Personal Experiences • Identify words or phrases, make predictions, confirm

predictions, compare/contrast, and evaluate illustrated text and/or word walls with personal experiences.

Illustrated Children's Literature • Ben's Trumpet, by Rachel Isadora • The Blues Singers: Ten Who Rocked the World, by Julius

Lester • Lookin' for Bird in the Big City, by Robert Burleigh, illus. by

Marek Los • Satchmo's Blues, by Alan Schroder & Floyd Cooper • Fortunately, by Remy Charlip (for teaching major and

minor)

Writing Historical Events

• Reproduce historical highlights, create phrases or short sentences, and produce reports from timelines or visually supported text.

Grade Level Expectations

Standard Big Ideas for Fifth Grade

(Grade Level Expectations)

1. Expression of Music

1. Perform using enhanced musical techniques

2. Perform more complex rhythmic, melodic, and harmonic patterns

3. Perform melodies using traditional notation


1. Improvise question and answer and basic musical phrases

2. Notate simple compositions

3. Theory of Music

1. Analyze and apply dynamics, tempo, meter, and articulation using appropriate music vocabulary

2. Analyze aurally and visually notation of form in music

3. Analyze more complex instrumental and vocal examples

4. Comprehension and application of melodic, rhythmic, and harmonic patterns


1. Explain and defend personal preferences for specific music

2. Articulate the meaning in music according to elements, aesthetic qualities, and human responses

1. Expression of Music The Expression of Music is the demonstration of human thought and emotion through the medium of performance, which is a product of knowledge and skills gained in the study of music. Prepared Graduates The prepared graduate competencies are the preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.

Prepared Graduate Competencies in the Expression of Music Standard:

Employ musical skills through a variety of means, including singing, playing instruments, and purposeful movement

Demonstrate the expressive elements of music – including melody, harmony, rhythm, style, genre, texture, voicing/instrumentation, mood, tonality, and form – through voice, musical instruments, and/or the use of electronic tools

Perform music with appropriate technique and level of expression at an appropriate level of difficulty in sight reading and prepared performance

Demonstrate the processes of development of musical literature from rehearsal to performance, exhibiting appropriate interpersonal and expressive skills, both individually and within ensembles

Content Area: Music Standard: 1. Expression of Music Prepared Graduates:


GRADE LEVEL EXPECTATION: Fifth Grade Concepts and skills students master:


Evidence Outcomes 21st Century Skills and Readiness Competencies

Students can: a. Perform patterns that include eighth note syncopation,

combinations of eighth and sixteenth notes, and ties. b. Perform patterns that include the pitches of the major

scale. c. Perform I-IV-V chords in the keys of C, F, and G.

Inquiry Questions: 1. What does harmony add to music? 2. How does syncopation affect the feel of music? 3. How does music stimulate visual ideas, feelings, and perception?

Relevance and Application: 1. Performance of rhythmic patterns in music can be related to patterns

found in mathematics. 2. Performance of basic chord structures shows how basic harmony

follows a distinct, repeatable pattern. 3. Electronic keyboards allow students to understand chord structure

kinesthetically, aurally, and visually. Nature of Discipline:

1. Basic music reading skills are necessary to become a literate musician.

Content Area: Music Standard: 1. Expression of Music Prepared Graduates:

Demonstrate the expressive elements of music – including melody, harmony, rhythm, style, genre, texture, voicing/instrumentation, mood, tonality, and form – through voice, musical instruments, and/or the use of electronic tools.


3. Perform melodies using traditional notation.


Students can: a. Play and sing notated melodies (12 to b. 16 measures) with attention to pitch, rhythm, and

expressive qualities. c. Play and sing simple melodic notation in treble clef in

major and minor keys.

Inquiry Questions: 1. What knowledge is needed to read and perform music? 2. How is music like a language?

Relevance and Application: 1. Most music contains a theme just as a story contains a main idea. 2. Music software, audio devices, and keyboards can be used to learn

and perform melodies. 3. Knowledge of how melody is used, depending on culture, style, and

genre, gives insight and predictability to the inherent musical structure of various music literatures.

4. This skill allows a student to learn music independently, which allows a student to learn music above and beyond what is taught in the classroom.

Nature of Discipline:

1. Melody is the core of a musical message. 2. Written music is as important to music as written language is in

language study.

2. Creation of Music The Creation of Music involves the demonstration of learned skills in the composition, improvisation, and arranging of music. Creating music involves writing music, fashioning new music from an existing piece of music, or forming an entirely new piece of music. Prepared Graduates The prepared graduate competencies are the preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.

Prepared Graduate Competencies in the Creation of Music Standard:

Create music by composing and/or arranging what is heard or envisioned, in notated or non-notated form, with or without the use of music technology, demonstrating originality and technical understanding

Display instrumental or vocal improvisation skills by performing extemporaneously what is created in the mind

Content Area: Music Standard: 2. Creation of Music Prepared Graduates:

Display instrumental or vocal improvisation skills by performing extemporaneously what is created in the mind. GRADE LEVEL EXPECTATION: Fifth Grade Concepts and skills students master:

1. Improvise question and answer repetitions and basic musical phrases.


Students can: a. Improvise completion of a given rhythmic or melodic

phrase, giving attention to similarities of question and answer in length of phrase, meter, mood, etc.

b. Improvise instrumentally and vocally using I-IV-V chords in 12 bar blues form.

Inquiry Questions: 1. How does improvising music help students to create and express

ideas? 2. What are the elements of a good improvisation? 3. When should a musician improvise?

Relevance and Application:

1. Discussion of contemporary examples of music that contain improvisational elements gives insight to the practical importance of this skill.

2. Audio and/or video devices are used to play call-and-response improvisational pieces to demonstrate technique and variables musicians use.

3. An understanding of the origins of the blues form gives insight to its impact on American history.

4. Music software and electronic keyboards can be used for improvising or accompanying improvisations.

Nature of Discipline: 1. Musical improvisation allows people to create a vision that is enacted

upon through motivation and curiosity.

Content Area: Music Standard: 2. Creation of Music Prepared Graduates:

Create music by composing and/or arranging what is heard or envisioned, in notated or non-notated form, with or without the use of music technology, demonstrating originality and technical understanding.


2. Notate simple compositions.


Students can: a. Create an eight-measure melody using the treble staff. b. Reproduce notated 8-measure melody provided by the

teacher, using the treble staff.

Inquiry Questions: 1. Why is it important to learn how to notate melodies or rhythms that

are played? 2. Are there rules in composing? 3. Do compositions have patterns? 4. What jobs require composing skill?


1. Software and other tools of technology are used to create music. 2. Understanding how other disciplines create something new builds

the ability to transfer musical skills into other activities. 3. Identifying the similarities and differences between composers in

two different historical eras provides an understanding of how prominent composition styles in music history evolved.


1. Musicians rely on knowing and understanding various notations and terms to write and create music.

3. Theory of Music The Theory of Music focuses on the understanding of the distinctive language, conventions, mechanics, and structure of music. Investigation of music theory allows for a more complete understanding of all aspects of the musical process, including musical performance and composition. Prepared Graduates The prepared graduate competencies are the preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.

Prepared Graduate Competencies in the Theory of Music Standard:

Read and employ the language and vocabulary of music in discussing musical examples and writing music, including technology related to melody, harmony, rhythm, style, genre, voicing/orchestration, mood, tonality, expression, and form

Demonstrate melodic, harmonic, and rhythmic aural skills through identification, transcription, and vocalization or instrumental playback of aural musical examples

Content Area: Music Standard: 3. Theory of Music Prepared Graduates:

Read and employ the language and vocabulary of music in discussing musical examples and writing music, including technology related to melody, harmony, rhythm, style, genre, voicing/orchestration, mood, tonality, expression, and form.

Demonstrate melodic, harmonic, and rhythmic aural skills through identification, transcription, and vocalization or instrumental playback of aural musical examples.


1. Analyze and apply dynamics, tempo, meter, and articulation using appropriate music vocabulary.


Students can: a. Apply vocabulary for largo, moderato, diminuendo, and

slur when describing music. b. Demonstrate largo, moderato, diminuendo, and slur

using movement, voice, and instruments.

Inquiry Questions: 1. Do tempo and mood have a close connection? 2. How does mass media rely on tempo or dynamics to send a

message? 3. Should composers give precise expressive elements within their

compositions or leave expression decisions up to the performer? Give a rationale.


1. Identification of similarities and differences in expressive elements of music from various cultures, historical eras, genres, and styles gives insight to discerning the fundamental characteristics of each.

2. The ability to interpret tempo markings in music can be compared to the use of adverbs in literature.

3. Ways instruments produce changes in dynamics can be explained through the physics of sound production.

4. Using music software to isolate and apply largo, moderato, diminuendo, and slur within compositions demonstrates the importance of these elements.


1. Expressive elements enhance musical performance. 2. The flow of music in time relies on steady meter and tempo.




2. Analyze, aurally and visually, notation and form in music.


Students can: a. Visually identify line and space notes and notate

pitches on the bass clef staff. b. Aurally identify 12-bar blues form.

Inquiry Questions: 1. What makes a composition interesting? 2. How does the ability to identify notes improve musical ability? 3. What significance does the blues form play in American history?

Relevance and Application: 1. Articulating forms in music gives insight to how they are evident in

dance and visual arts. 2. Comparing the differences of use of the terms line and space in music

versus art, dance, or theatre gives a contextual basis for how many art forms interpret these elements.

3. Using music software to create variations of the blues form allows listeners to aurally discern the distinct blues sound and the derivatives of contemporary music that use this form.

Nature of Discipline: 1. Notation is the written language of music.


Read and employ the language and vocabulary of music in discussing musical examples and writing music, including technology related to melody, harmony, rhythm, style, genre, voicing/orchestration, mood, tonality, expression, and form.


3. Analyze more complex instrumental and vocal examples.


Students can: a. Aurally and visually identify various world instruments. b. Aurally identify soprano, alto, tenor, and bass voices. c. Aurally identify music from various historical periods and

cultures.

Inquiry Questions: 1. Why does each voice and instrument have its own timbre? 2. How have historical events influenced musical styles? 3. What makes a particular composition more complex than another? 4. How is music symmetrical?

Relevance and Application: 1. Describing ways in which music reflects a composer’s emotions,

ideas, imagination, and cultural context connects how music can be an extension of someone’s own emotions, ideas, imagination, and cultural context.

2. Using technology and mass media clips to identify more complex instrumental and vocal examples allow novice performers or listeners to experience a multitude of musical variations.


1. Unique tone qualities are found in varying styles and genres of music.




4. Comprehension and application of melodic, rhythmic, and harmonic patterns.


Students can: a. Identify and notate, using eighth note syncopation,

patterns with two sixteenth and one eight note patterns, and ties.

b. Notate eight-beat rhythmic patterns and four-beat melodic patterns dictated by the teacher.

c. Aurally and visually identify I, IV, V, chords in the keys of C, F, and G.

d. Identify the position of whole and half steps in a major scale.

b. Identify and demonstrate the use of accidentals (sharp, flat, and natural signs).

Inquiry Questions: 1. How will identifying melodic and rhythmic patterns improve

knowledge and performance skills? 2. What does harmony add to music? 3. How does syncopation affect the feel of music? 4. How are ratios and intervals related?


1. Recognizing the patterns that occur in music provides discernment skills that can be applied to other disciplines.

2. Music from various cultures, historical periods, genres, and styles can be used to aurally and visually identify I, IV, V chords in C, F, and G keys.

3. Music software can aid in identification of the components of a major scale and use of accidentals.

4. Knowing how an instrument gets out of tune can be explained using scientific principles.


1. Music notation is a visual representation of organized sound and silence occurring in discernable patterns.

4. Aesthetic Valuation of Music The value of music focuses on the knowledge needed to make an informed evaluation and to provide a well-thought-out critique about a musical piece. It also addresses the beauty, heart, and soul: the aesthetics of music. Valuing music will permit individuals to distinguish between a scholarly and an individual judgment of music. Prepared Graduates The prepared graduate competencies are the preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.

Prepared Graduate Competencies in the Aesthetic Valuation of Music Standard:

Make informed, critical evaluations of the effectiveness of musical works and performances on the basis of aesthetic qualities, technical excellence, musicality, or convincing expression of feelings and ideas related to cultural and ideological associations

Develop a framework for making informed personal musical choices, and utilize that framework in the making and defending of musical choices

Demonstrate a nuanced understanding of aesthetics in music, appropriate to the particular features of given styles and genres, as it relates to the human experience in music

Know the place of each of the participants in the performance environment and practice appropriate audience participation; recognize the place and importance of music in life

Content Area: Music Standard: 4. Aesthetic Valuation of Music Prepared Graduates:

Make informed, critical evaluations of the effectiveness of musical works and performances on the basis of aesthetic qualities, technical excellence, musicality, or convincing expression of feelings and ideas related to cultural and ideological associations.

Develop a framework for making informed personal musical choices, and utilize that framework in the making and defending of musical choices.


1. Explain and defend personal preferences for specific music.


Students can: a. Develop and apply appropriate musical and nonmusical

criteria to support personal preferences for specific musical styles and works.

b. Discuss the difference between preference for and quality of musical works.

Inquiry Questions: 1. Does an individual preference for a musical work or performance

make it good or bad? 2. What is the correlation between liking a work and the importance of

a work? 3. Why are many classical works, jazz works and performances, and

Broadway songs considered to be exceptional examples of American and Western music even though they do not share the popularity of contemporary “top 40” or other contemporary styles?

Relevance and Application: 1. Developing a series of questions regarding musical preferences

allows individuals to discern why they prefer certain styles of music and test their effectiveness.

2. Surveying the listening preferences of consumers provide a basis of musical and nonmusical information, and the use of music terminology in a local community.

3. Comparing musical works that are specific to a given culture provides insight into the evaluation of musical elements and extra-musical aspects used within a culture.

Nature of Discipline: 1. Musical preferences are developed through individual experiences

and are also subject to personality traits. 2. A broad musical experience and comprehensive music vocabulary

strengthen one’s ability to objectively consider and articulate ideas about music.

Content Area: Music Standard: 4. Aesthetic Valuation of Music Prepared Graduates:

Demonstrate a nuanced understanding of aesthetics in music, appropriate to the particular features of given styles and genres, as it relates to the human experience in music.

Know the place of each of the participants in the performance environment and practice appropriate audience participation; recognize the place and importance of music in life.


2. Articulate the meaning in music according to elements, aesthetic qualities, and human responses.


Students can: a. Identify and analyze differences in tempo and dynamics

in contrasting music selections, b. Explain how people in a particular culture use and

respond to specific musical works from that culture. c. Describe the means used to describe images or evoke

feelings and emotions in musical works from various cultures

d. Discuss criteria used to make evaluations of musical works and performances.

e. Discuss elements of performance in observational and evaluative way, using appropriate music terminology.

f. Discuss local radio stations and the genre’s they play.

Inquiry Questions: 1. What role does music play in various cultures? 2. How does music affect emotions and feelings in general? 3. How do the elements of music affect the way music is classified into

various styles? 4. In what general ways do people evaluate music works and

performances? 5. What role does music play in the culture of the town or city where

the school is located? Relevance and Application:

1. The number of radio stations in an area broadcasting a particular style of music can give insight to the demographic information of the area and its musical preferences.

2. Identifying musical works that are specific to a given culture in comparison to those of another builds a fundamental respect for the differences of others.

Nature of Discipline: 1. Music is an art that expresses general thoughts and feelings; various

musical examples will evoke varying general individual responses. 2. The success of a musical work or performance can be evaluated

according to its effectiveness in its formal properties, content, and context.

Prepared Graduate Competencies in Music The prepared graduate competencies are the preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting. Prepared graduates in music:

Employ musical skills through a variety of means, including singing, playing instruments, and purposeful movement

Demonstrate the expressive elements of music – including melody, harmony, rhythm, style, genre, texture, voicing/instrumentation, mood, tonality, and form – through voice, musical instruments, and/or the use of electronic tools


Demonstrate the processes of development of musical literature from rehearsal to performance, exhibiting appropriate interpersonal and expressive skills, both individually and within ensembles

Create music by composing and/or arranging what is heard or envisioned, in notated or non-notated form, with or without the use of music technology, demonstrating originality and technical understanding

Display instrumental or vocal improvisation skills by performing extemporaneously what is created in the mind

Read and employ the language and vocabulary of music in discussing musical examples and writing music, including technology related to melody, harmony, rhythm, style, genre, voicing/orchestration, mood, tonality, expression, and form

Demonstrate melodic, harmonic, and rhythmic aural skills through identification, transcription, and vocalization or instrumental playback of aural musical examples

Make informed, critical evaluations of the effectiveness of musical works and performances on the basis of aesthetic qualities, technical excellence, musicality, or convincing expression of feelings and ideas related to cultural and ideological associations

Develop a framework for making informed personal musical choices, and utilize that framework in making and defending musical choices

Demonstrate a nuanced understanding of aesthetics in music, appropriate to the particular features of given styles and genres, as it relates to the human experience in music

Know the place of each of the participants in the performance environment and practice appropriate audience participation; recognize the place and importance of music in life

Music Grade Level Expectations at a Glance

Standard Grade Level Expectation

High School – Performance Pathway


1. Perform accurately and expressively, demonstrating self-evaluation and personal interpretation at the minimal level of 3 on the difficulty rating scale

2. Perform music accurately and expressively at the first reading at the minimal level of 2 on the difficulty rating scale

3. Participate appropriately as an ensemble member while performing music at the minimal level of 3 on the difficulty rating scale

4. Demonstrate requisite performance skill sets appropriate for postsecondary pursuits


1. Improvise a stylistically appropriate vocal or instrumental solo over a given harmonic progression

2. Compose complex music in several distinct styles

3. Arrange selections for voices and/or instruments other than those for which they were written in ways that preserve and enhance the expressive effect of the music

3. Theory of Music

1. Interpretation of musical elements and ideas

2. Classification by genre, style, historical period or culture

3. Evaluation of music using critical, informed analysis


1. Practice of appropriate behavior during cultural activities

2. Evaluation of the quality and effectiveness of musical performances

3. Development of criteria-based aesthetic judgment of artistic process and products in music

4. Knowledge of available musical opportunities for continued musical growth and professional development

High School – Generalist Pathway 1. Expression of

Music 1. Present music expressively using appropriate technology

2. Demonstrate informed participation in music-making activities


1. Extended improvisation over varied harmonic progressions

2. Create original music, or arrange the music of others, using appropriate technology

3. Theory of Music

1. Discernment of musical elements

2. Classification by genre, style, historical period, or culture


1. Practice of appropriate behavior during cultural activities

2. Knowledge of available musical opportunities for continued musical growth and professional development

3. Development of criteria-based aesthetic judgment of artistic process and products in music

4. Informed judgments through participation, performance, and the creative process

Music

Grade Level Expectations at a Glance Standard Grade Level Expectation

Eighth Grade


1. Perform music in four or more parts accurately and expressively at a minimal level of 2 to 3 on the difficulty rating scale

2. Perform music accurately and expressively at the minimal level of 1 to 2 on the difficulty rating scale at the first reading

3. Demonstrate contrasting modalities through performance


1. Create music using melodic and harmonic sequences

2. Arrange a simple existing composition

3. Improvise over simple harmonic progressions

3. Theory of Music

1. Transcription, and rhythmic demonstration of, multiple and changing meter signatures

2. Notation of level 2 compositions

3. Identification of musical elements in a level 2 composition or performance

4. Aesthetic Valuation of

Music

1. Evaluation of musical performances and compositions using advanced criteria

2. Articulation of music’s role and cultural tradition in American history and society

Seventh Grade


1. Perform music in three or more parts accurately and expressively at a minimal level of level 1 to 2 on the difficulty rating scale

2. Perform music accurately and expressively at the minimal difficulty level of 1 on the difficulty rating scale at the first reading individually and as an ensemble member

3. Demonstrate understanding of modalities


1. Sequence four to eight measures of music melodically and rhythmically

2. Improvise short melodic phrases over accompaniment

3. Theory of Music

1. Identification, and rhythmic demonstration of, multiple and changing meter signatures in music

2. Notatation of level 1 compositions using the appropriate clef for instrument and/or voice

3. Analysis of musical elements in a level 1 composition or performance

4. Aesthetic Valuation of

Music

1. Analysis, through compare and contrast, of music performances and compositions using detailed criteria and vocabulary

2. Articulation and analysis of individual experiences in music

Music


Sixth Grade


1. Perform music in unison and two parts accurately and expressively at a minimal level of 1 on the difficulty rating scale

2. Perform music accurately and expressively at a minimal level of .5 on the difficulty rating scale at the first reading

3. Demonstrate major and minor scales

2. Creation of Music 1. Create melodic and rhythmic patterns

2. Improvise call-and-response patterns

3. Theory of Music

1. Identification of rhythmic and melodic patterns in musical examples

2. Notation of level .5 using the appropriate clef for instrument and/or voice

3. Analysis of a beginning level composition or performance using musical elements


1. Determination of strengths and weaknesses in musical performances according to specific criteria

2. Description of music’s role in the human experience, and ways music is used and enjoyed in society

Fifth Grade


1. Perform using enhanced musical techniques


3. Perform melodies using traditional notation

2. Creation of Music 1. Improvise question and answer and basic musical phrases

2. Notate simple compositions

3. Theory of Music

1. Analyze and apply dynamics, tempo, meter, and articulation using appropriate music vocabulary

2. Analyze aurally and visually notation of form in music

3. Analyze more complex instrumental and vocal examples

4. Comprehension and application of melodic, rhythmic, and harmonic patterns


1. Explain and defend personal preferences for specific music

2. Articulate the meaning in music according to elements, aesthetic qualities, and human responses

Music


Fourth Grade


1. Perform using accurate production techniques

2. Perform a variety of rhythmic, melodic, and harmonic patterns

3. Perform extended melodies from the treble staff using traditional notation


1. Improvise simple musical phrases

2. Notate simple musical selections

3. Theory of Music

1. Application and demonstration of the use of more advanced dynamics, tempo, meter, and articulation using appropriate music vocabulary

2. Identification of aural and visual notations of basic musical forms

3. Analyze vocal and instrumental examples

4. Identify and aurally recognize melodic, rhythmic, and harmonic patterns


1. Explain personal preferences for specific music

2. Comprehend and respect the musical values of others considering cultural context as an element of musical evaluation and meaning

Third Grade 1. Expression of

Music 1. Perform from memory and use simple traditional notation

2. Perform extended rhythmic, melodic, and harmonic patterns


1. Short musical phrases and patterns

2. Notate music using basic notation structure

3. Theory of Music

1. Apply and demonstrate use of basic dynamics, tempo, meter, and articulation using appropriate music vocabulary

2. Analyze simple notational elements and form in music

3. Identify vocal and instrumental tone colors

4. Identify and aurally recognize simple melodic, rhythmic, and harmonic patterns


1. Identify personal preferences for specific music

2. Respond to, and make informed judgments about, music through participation, performance, and the creative process

3. Articulate music's significance within an individual musical experience

Music


Second Grade 1. Expression of

Music 1. Expressively perform simple songs in small groups or independently 2. Perform simple rhythmic, melodic, and harmonic patterns

2. Creation of Music 1. Create musical phrases in the form of simple questions and answers alone

and in small groups 2. Identify rhythmic and melodic notation patterns

3. Theory of Music

1. Comprehension and use of appropriate vocabulary for dynamics, tempo, meter and articulation

2. Comprehension of beginning notational elements and form in music 3. Comprehension of vocal and instrumental tone colors 4. Comprehension of beginning melodic and rhythmic patterns


1. Demonstrate respect for individual, group, and self-contributions in a musical setting

2. Articulate reactions to the elements and aesthetic qualities of musical performances using musical terminology and movement

3. Demonstrate increased awareness of music in daily life or special events

First Grade


1. Expressively perform in groups or independently

2. Perform basic rhythmic and melodic patterns

2. Creation of Music 1. Demonstrate creation of short, independent musical phrases and sounds

alone and with others

2. Identify musical patterns

3. Theory of Music

1. Comprehension of gradual changes in dynamics and tempo

2. Aurally identify components of musical form

3. Comprehension of basic vocal and instrumental tone colors

4. Comprehension of basic rhythmic and melodic patterns


1. Demonstrate respect for the contributions of self and others in a musical setting

2. Comprehension of basic components of music and musical performance at a beginning level

3. Identify music as an integral part of everyday life

Music Grade Level Expectations at a Glance

Standard Grade Level Expectation

Kindergarten

1. Expression of Music 1. Perform independently

2. Respond to music with movement

2. Creation of Music 1. Create music through a variety of experiences

2. Identify simple musical patterns

3. Theory of Music

1. Comprehension of musical opposites

2. Comprehension of basic elements of musical form

3. Identify different vocal and instrumental tone colors

4. Identify simple rhythmic patterns


1. Demonstrate respect for the contribution of others in a musical setting

2. Respond to musical performance at a basic level

3. Identify and discuss music and celebrations in daily life

Preschool

1. Expression of Music 1. Perform expressively 2. Respond to rhythmic patterns and elements of music using

expressive movement

2. Creation of Music 1. Improvise movement and sound responses to music

3. Theory of Music 1. Describe and respond to musical elements 2. Recognition of a wide variety of sounds and sound sources


1. Demonstrate respect for music contributions 2. Express feeling responses to music 3. Recognition of music in daily life

Glossary of Terms

Academic Vocabulary

Standard 1: Expression of Music harmony, partner song, independence, confidence, ensemble, ostinato, duet, solfeggio

Standard 2: Creation of Music compose, improvise, form, major scale

Standard 3: Theory of Music notation, pitch, dynamics, mezzo-piano, mezzo-forte, andante, presto, accelerando, ritardando, introduction, coda, theme and variations, interlude, D.C. al Fine, D.S. al Coda, I, IV, V chords, major, minor

Standard 4: Aesthetic Valuation of Music timbre/tone color, preference, melody, style, meter, rhythm, evaluate, mood, texture

Word Definition

harmony The simultaneous combination of two or more pitches partner song Two songs that make harmony, when sung at the same time independence A student performance done without help from a teacher confidence Playing or singing securely and accurately, with the quality of being certain ensemble A group of musicians singing or playing together ostinato A musical phrase repeated over and over during a composition duet A musical piece sung or played by two people solfeggio A system of singing standardized syllables on certain notes of the scale: do, re, mi,

fa, so, la, ti, do compose To create a piece of music improvise To sing or play original music without preparation: perform extemporaneously form The structure or design of a musical work: AB, ABA, call and response, rondo, theme

and variations, sonata allegro major scale One of the diatonic scales. It is made up of seven distinct notes, plus an eighth which

duplicates the first an octave higher notation Traditional notation refers primarily to western, staff-based notation system using

traditional note symbols and clefs to indicate pitch locations and durations pitch The location of a musical sound in the tonal scale, proceeding from low to high. Exact

determination of pitch is by frequency (number of vibrations per second) of the sound

dynamics Varying degrees of intensity or volume in music mezzo-piano Moderately soft, between forte (loud) and piano (soft) with mezzo piano being a little

quieter than mezzo forte mezzo-forte Moderately loud, between forte (loud) and piano

(soft) and a little louder than mezzo-piano andante Tempo: moving along, flowing, at a walking pace, faster than adagio but slower than

allegretto presto Tempo: quick, faster than allegro accelerando Accelerating, getting gradually faster ritardando Tempo: gradually slower, retarding, to hold back, holding back introduction A section at the beginning of a piece of music coda A closing passage generally added to the end of a composition

theme and variations

A musical form based on a theme (a musical idea) that is played more than once, with elements of music varied each time the theme is played

interlude An intermediate strain or movement played between the verses of a hymn or of a song

D.C. al Fine Abbreviated form of da capo al fine meaning 'return to the beginning and end at the point marked by the word fine'

D.S. al Coda Abbreviated form of dal segno al coda, meaning return to the sign and play to the coda sign, then jump to the section marked with another coda sign

I, IV, V chords Groups of notes played simultaneously, based on the first, fourth and fifth steps of the major scale

major Music based on one of the diatonic scales. It is made up of seven distinct notes, plus an eighth which duplicates the first an octave higher

minor Music based on one of the diatonic scales with a third scale degree at an interval of a minor third above the tonic

timbre/tone color

The nature, characteristics or qualities of sound that give it a unique identity

musical preference

The act of choosing or esteeming one piece of music or style of music over another

melody A succession of pitches style The distinctive or characteristic manner in which elements of music are treated. In

practice, the term may be applied to: composers (in the style of Copland, in the style of Bach), periods (Baroque style, Romantic style), media (keyboard style, vocal style), nations (French style, Russian style), form or type of composition (fugal style, contrapuntal style), or genre (operatic style, bluegrass style).

meter The division of beats into groups of beats rhythm The regular occurrence of accented beats that shape the character of music evaluate To determine the value or worth (of a piece of music) based on the quality (of the

performance) mood The feeling or emotion a piece of music evokes in the performer or listener:

happiness, sadness texture The way in which individual musical lines interact within a musical work: texture may

be considered dense, when there are many musical elements occurring

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